强行引入
发表于 2025-3-27 00:54:40
n Wahrheit ausblendet. Allerdings soll damit keineswegs verkannt sein, dass eine Lebenshaltung, welche sich aus solchem ‚Mitgefühl‘ ergibt, sehr viel bedeutet und selbst schon eine Berührung mit der selbstaffektiven Unmittelbarkeit des originären Lebens darstellt, auch wenn das ‚Mitgefühl‘ aus der r
conscience
发表于 2025-3-27 03:22:22
Alan Beckley,Clare Netherton,Tracy Barbergnifikation), insofern sie gewisse . in sich enthalten: .. 2) Die Lehre von Eigentlichkeit und Uneigentlichkeit der Vorstellung steht in engem Zusammenhang mit der Feststellung des doppelten Ich, das, wie bereits in § 29 des vorigen Kapitels festgestellt, eine sehr wichtige Rolle bei aller Vergegenw
仔细阅读
发表于 2025-3-27 05:24:38
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使激动
发表于 2025-3-27 09:27:47
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琐碎
发表于 2025-3-27 14:48:55
Lucinda McKnight,Emma Charltonuctural Dynamics & Earthquake Engineering (COMPDYN) that were held in Corfu, Greece in 2011 and Kos, Greece in 2013. The Conferences brought together the scientific communities of Computational Mechanics, Structural Dynamics and Earthquake Engineering in an effort to facilitate the exchange of ideas
DAMN
发表于 2025-3-27 20:45:48
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CROAK
发表于 2025-3-28 01:10:28
University Pathway Programs: Types, Origins, Aims and Defining Traits6). The chapter then presents the goals, structure and content overview of the book. It ends with a consideration of the difficulties faced by those involved in different areas of university pathway programs development and delivery.
ordain
发表于 2025-3-28 03:23:33
Positioning Pathways Provision Within Global and National Contextsation systems across time demonstrates convergence towards higher levels of school participation and massification of higher education participation, but also differential patterns of international student mobility and responsiveness to national contextual factors. The signs are that global forces a
CAGE
发表于 2025-3-28 08:40:14
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积习难改
发表于 2025-3-28 14:07:38
Great Expectations: African Youth from Refugee Backgrounds and the Transition to Universityackgrounds. The chapter invites academics to reflect upon their experiences and challenges in teaching these students and to consider their own professional development needs with a view to better supporting these students. Recommendations are offered in an effort to identify key areas of support fo